A Study On The Relationships Among Teacher-student Relationship,Academic Attribution And Academic Performance In Middle School Students

All along, the teacher-student relationship is highly concerned about the hot issues in the field of education and psychology. Teacher-student relationship between teachers and students in schools with emotional, cognitive and behavioral interactions as the main form of psychological relationship.The quality of their relationships with students personality traits, academic performance, attribution style and achievement goal orientation constraints and other factors. Impact of academic attribution teacher-student relationship,an important theoretical basis of their research is attribution theory, the theory that people are different reasons for the event or phenomenon made to explain, in particular, the characteristics of these reasons, it will affect people with secondary emotional, cognitive and behavioral responses. Different attribution of academic, student exchanges indirectly affect the level of teachers’ attitudes and teachers, in turn restricts the variables such as student motivation, achievement attributed to their ability to self- effort and who often exchanges with teachers exhibit avoidance and other acts. Studies have shown that interpersonal attribution way affect the teacher-student relationship, but the student’s academic attribution influential role for the establishment of teacher-student relationship is not clear, needs to be further explored. Impact on student achievement is the teacher ’s attitude towards the students ? Student academic achievement is attributed directly or indirectly affect the relationship between students and teachers ? In this study, these are the issues that will be examined. Therefore, this study on teacher-student relationship exists between academic and academic problems due to the commencement of the relationship between what empirical research in order to more clearly understand the impact and role of academic attribution and achievement of the teacher-student relationship.This study, in large the basis of theoretical analysis, applied the method of survey-analysis and developed a options’ table of academic attribution,academic achievement and teacher-student relationship.The survey was tested among 380 junior students from middle school.The results demonstrated that there was difference in teacher-student relationship between male and female students;Academic attribution could predict the teacher-student relationship directly;Academic attribution could predict the teacher-student relationship through academic performance indirectly. Academic attribution and academic performance could affect the teacher-student relationship.Conclusions:1.A gender difference exist in Junior teacher-student relationship. Overall, the girls have better teacher-student relationship than boys.2 academic attribution and academic performance can predictive the teacher-student relationship.3 academic attribution and academic performance has a direct effect on teacher-student relationship, and the academic attribution methods are indirect impact on the relationship between teachers and students through academic achievement.